| Abstract: | This study of 207 Midwest college students applied McConnaughy, Prochaska, and Velicer's stage model to perceived value of second language learning (PVL2), and Kassing's intercultural willingness to communicate (IWTC). The stages of change factor structure (precontemplation, contemplation, action, and maintenance) explained 14% of the variance in IWTC. Of the four stages, action and maintenance explained 11%, and 3% of the variance, respectively. In addition, stages of change explained 15% of the variance in PVL2. Only precontemplation produced significant variation. Paired comparisons among eight languages revealed that Spanish was the language rated most valuable to learn. |
